Description

This pack includes 9 skills used in the classroom setting. Examples: Expressive Identification of Adverb, Adjectives, etc. Following Basic Classroom Instructions, and Mathematics Terminology. This curriculum was created by Dr. Lindsay Hilsen, Ed. D, BCBA-D, the director of Sunny Days Sunshine Center New Jersey. As Director of the Sunny Days Sunshine Center, Inc., Dr. Lindsay Hilsen brings over 15 years of experience with early childhood intervention and autism to the position. Previously, she worked as the Sunshine Center’s Autism Coordinator and the Autism Clinical Educator for Sunny Days Early Childhood Developmental Services, Inc. Among the many duties involved with running the Sunshine Center, Lindsay supervises all ABA practitioners and therapists, conducts all ABA evaluations, handles insurance and billing, coordinates social skills groups, and trains and supervises BCBA candidates. She is dedicated to training other specialists properly. Lindsay received her Doctorate in Special Education through Nova Southeastern University. She is a Board Certified Behavior Analyst at the doctoral level (BCBA-D) who holds two masters in Special Education and Education, as well as a certified NJ special education teacher and elementary education teacher. She is also the author of two Autism Curriculums: A Step-By-Step Curriculum for Early Learners with an Autism Spectrum Disorder and A Step-By-Step ABA Curriculum for Young Learners (ages 3-10) with Autism Spectrum Disorders. Ever since she was old enough to volunteer, Lindsay has had a passion for the field of special education. She believes that all children can make progress, regardless of their different abilities and styles of learning, and seeing that progress is her favorite part of her job. Because Lindsay’s oldest daughter has single-sided deafness, she knows firsthand that each and every child is capable and can overcome any challenge.

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What's Included

  • Describing An Item Using A Noun + Adjective

  • Hold up either a picture or the actual item and present the child with the Sd "Tell me about the picture/item"

    When teaching this program you may need to hold up a comparision picture/actual item. Example- step 3- hold up a small doll and a big doll while pointing to the big doll ask the child to tell me about...

  • Present the child with the Sd "Tell me about the picture/item" "Red, Ball"

    When teaching this program you may need to hold up a comparision picture/actual item. Example- step 3- hold up a small doll and a big doll while pointing to the big doll ask the child to tell me about...

  • Present the child with the Sd "Tell me about the picture/item" "Circle, Paper"

    When teaching this program you may need to hold up a comparision picture/actual item. Example- step 3- hold up a small doll and a big doll while pointing to the big doll ask the child to tell me about...

  • Present the child with the Sd "Tell me about the picture/item" "Big, Doll"

    When teaching this program you may need to hold up a comparision picture/actual item. Example- step 3- hold up a small doll and a big doll while pointing to the big doll ask the child to tell me about...

  • Present the child with the Sd "Tell me about the picture/item" "Long, Pencil"

    When teaching this program you may need to hold up a comparision picture/actual item. Example- step 3- hold up a small doll and a big doll while pointing to the big doll ask the child to tell me about...

  • Present the child with the Sd "Tell me about the picture/item" "Wet, Towel"

    When teaching this program you may need to hold up a comparision picture/actual item. Example- step 3- hold up a small doll and a big doll while pointing to the big doll ask the child to tell me about...

  • Present the child with the Sd "Tell me about the picture/item" "Cold, Drink"

    When teaching this program you may need to hold up a comparision picture/actual item. Example- step 3- hold up a small doll and a big doll while pointing to the big doll ask the child to tell me about...

  • Expressive Identification of Adjectives

  • Hold up a picture or an item and ask the student to tell you about the item. For example, hold up a picture of a red ball and ask the student "Tell me about the ball". The student will say it is red.

  • Present the child with the Sd "Tell me about the ball"

    The student will say The ball is red

  • Present the child with the Sd "Tell me about the picture"

    The student will say The picture is tall

  • Present the child with the Sd "Tell me about the picture"

    The student will say The picture is short

  • Present the child with the Sd "Tell me about the ball"

    The student will say The ball is round

  • Present the child with the Sd "Tell me about the ball"

    The student will say The ball is big

  • Present the child with the Sd "Tell me about the ball"

    The student will say The ball is little

  • Present the child with the Sd "Tell me about the ice"

    The student will say The ice is cold

  • Present the child with the Sd "Tell me about the food"

    The student will say The food is hot/warm

  • Present the child with the Sd "Tell me about the stuffed animal"

    The student will say The stuffed animal is soft

  • Present the child with the Sd "Tell me about the scissors"

    The student will say The scissors are sharp

  • Present the child with the Sd "Tell me about the toy"

    The student will say The toy is new

  • Present the child with the Sd "Tell me about the toy"

    The student will say The toy is old

  • Expressive Identification of Adverbs

  • Either using a video, pictures, or actual demonstration ask the child to "tell me how the person is ____(name the adverb).

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to walk softly, then present the child with the Sd "Tell me how I am walking?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to walk quickly, then present the child with the Sd "Tell me how I am walking?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to act nicely, then present the child with the Sd "Tell me how I am acting?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to sit quietly, then present the child with the Sd "Tell me what I am doing?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to act happily, then present the child with the Sd "Tell me what I am doing?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Expressive Identification of Prepositions

  • Use an item such as a small ball and a cup and put the ball in, on, below, etc the cup. Present the child with the Sd "Tell me where the ball is". The child will name the preposition.

  • Put the ball "in" a cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "near" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "off" of the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "on" the cup. Present the child with the Sd "Tell me where the ball is."

  • Take the ball "out" of the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "under" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "over" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "next to" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "behind" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "far" from the cup. Present the child with the Sd "Tell me where the ball is."

  • Expressive Identification of Pronouns

  • Ask the child a question in which they would need to answer with the correct pronoun. Example of step 1 would be "Tell me what that person is doing." The child would need to answer "He is jumping."

  • Present the child with the Sd "Tell me what the man is doing"

    The child will need to answer with He is jumping

  • Present the child with the Sd "Tell me what the woman is doing"

    The child will need to answer with She is jumping

  • Present the child with the Sd "Tell me what we are doing"

    The child will need to answer with We are jumping

  • Present the child with the Sd "Tell me what I am doing"

    The child will need to answer with You are jumping

  • Present the child with the Sd "What are they doing"

    The child will need to answer with They are jumping

  • Present the child with the Sd "Who do these belong to"

    The child will need to answer with It is theirs

  • Present the child with the Sd "Who does this belong to"

    The child will need to answer with It is hers

  • Present the child with the Sd "Who does this belong to"

    The child will need to answer with It is his

  • Present the child with the Sd "What are you doing"

    The child will need to answer with I am ___

  • Present the child with the Sd "Who does this belong to"

    The child will need to answer with It is mine

  • Expressive Identification of Telling Time

  • Hold up a picture of a clock that represents the step that you are on. Present the child with the direction "What time is it"? The child will need to state the correct time.

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 1:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 2:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 3:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 4:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 5:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 6:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 7:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 8:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 9:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 10:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 11:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 12:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying half an hour. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying one quarter of an hour. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying one minute. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Follow Basic Classroom Instructions

  • The child will be presented with the Sd "______(the step you are working on)"

  • Present the child with the Sd "put your backpack in your cubby"

  • Present the child with the Sd "get your backpack"

  • Present the child with the Sd "put your jacket away"

  • Present the child with the Sd "get your jacket"

  • Present the child with the Sd "go line up at the door"

  • Present the child with the Sd "sit in your chair"

  • Present the child with the Sd "get your lunch"

  • Present the child with the Sd "go to the bathroom"

  • Math Terminology

  • Using math manipulatives such as blocks or cubes, set up a situation that would enable the student to be able to receptively identify the step you are on.

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Give me all of the blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Give me none of the blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Give me some of the blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Give me more of the blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Give me less of the blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Give me the same amount of the blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Give me a different number of the blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Give me a greater number of the blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Add more blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Present the child with the Sd "Take away (subtract) more blocks"

    For example step 1: put all of the cubes on the table then ask the student to give me all of the cubes .

  • Raises Hand

  • Teach this program in the natural environment during actual situations in which the child would need to raise their hand. If the child talks while teaching this skill, non-verbally have the teacher take their pointer finger and put it up to their own

  • The teacher will ask a question that the child knows and ask "Who wants to answer?" The person sitting behind the child will physically prompt the child to raise his/her hand.

    Have the teacher leading the group say I love the way ____(child s name) raised his hand.

  • The teacher will ask a question that the child knows and ask "Who wants to answer?" The person sitting behind the child will provide a faded physical prompt to raise his/her hand.

    Have the adult leading the group praise the child for raising their hand.

  • The teacher will ask a question that the child knows and ask "Who wants to answer?" The person sitting behind the child will provide a gestural prompt to raise his/her hand.

    Have the adult leading the group praise the child for raising their hand.

  • The teacher will ask a question that the child knows the answer to. The person sitting behind the child will provide any prompt

    Have the adult leading the group praise the child for raising their hand.